The Systemic Consequences of Removing Mathematics as an Entry Requirement for Arts Programmes in Nigerian Higher Education

The Federal Government’s recent decision to remove O/Level Mathematics as a compulsory prerequisite for admission into Arts and Humanities programmes in Nigerian tertiary institutions represents a profound policy contradiction. While the stated objective was to widen access by eliminating perceived barriers to entry, the inevitable consequence is the systemic reduction of analytical preparedness among a significant cohort of future graduates. This report finds that the policy successfully expands access but fundamentally undermines foundational competence and transfers the substantial burden of remediation onto tertiary institutions. The neglect of mathematics, a subject universally recognized for its ability to foster clarity of thought and structured reasoning, leads directly to measurable deficiencies in cognitive functions critical for complex professional roles. This deficit exacerbates Nigeria's existing skills gap, resulting in graduates who often possess "employee mindsets" rather than the interdisciplinary flexibility and quantitative acumen necessary for innovation, entrepreneurship, and competitiveness in the modern global economy. The policy, therefore, must be critically reassessed and replaced by a robust framework that prioritizes mandated quantitative literacy across all academic streams.